Observation
My CT likes to supplement her lectures with handouts, student-based demonstrations, and computer-simulated demonstrations. The CT has a positive relationship with her students. She nurtures their curiosity by allowing them to ask many questions. She also provides her students with many opportunities at comprehending a scientific concept through visual and auditory learning. The students seems to respect my teacher and someone who is a content-matter expert and someone who cares about the students as a human being. The students see the teacher as the authority figure who allows the students to have plenty of opportunities to work in pairs to enhance their student learning experience. I have seen my CT teach Physical Science and Biology courses. Although the students in the biology courses are a year older, she typically uses similar teaching/learning strategies and treats the students as human beings. When the teacher taught the Newton's first law, she allowed the students to work together and finish a lab handout that supplemented her lecture. I her biology course, she allowed the students to work together to evaluate a food label and calculate the total calories in the carbohydrate, protein, and fat content.
If my CT plans for a lab, she usually starts the block by either teaching the lecture (subject of the lab) or reviewing the topic of a lab through a handout. The teacher would transition into a lab activity that reinforces the first part of the block. She gives the students a lab handout, which outlines what they are supposed to do. They have to answer questions that reinforce the topics they previously learned. When the students analyzed a food label, the lab handout asked them to calculate the data and incorporate it into a table (something they might have to do on the NECAP). The had to hypothesize of the carbohydrate, fat, or protein, which would produce the most calories per serving they would then have to calculate this information and put their data results into the table. One additional element of this lab that would emphasize would be for the students to apply this information to their own dietary habits. I would have them utilize their knowledge for additional real world applications.
Reflection
I am a champion of the inquiry-based approach of learning. Having the students ask questions and forming hypotheses allows them to understand the information more readily than memorizing notes. I will like to incorporate some inquiry-based component to every lecture. I do not know how realistic that will be. I feel learning needs to have a hands on approachthat allows the students to use trial and error to understand scientific principles. I think there is a sense of mutual respect between my CT and her students. Mutual respect can go a long way when it comes to student comprehension of high concept science.
My CT likes to supplement her lectures with handouts, student-based demonstrations, and computer-simulated demonstrations. The CT has a positive relationship with her students. She nurtures their curiosity by allowing them to ask many questions. She also provides her students with many opportunities at comprehending a scientific concept through visual and auditory learning. The students seems to respect my teacher and someone who is a content-matter expert and someone who cares about the students as a human being. The students see the teacher as the authority figure who allows the students to have plenty of opportunities to work in pairs to enhance their student learning experience. I have seen my CT teach Physical Science and Biology courses. Although the students in the biology courses are a year older, she typically uses similar teaching/learning strategies and treats the students as human beings. When the teacher taught the Newton's first law, she allowed the students to work together and finish a lab handout that supplemented her lecture. I her biology course, she allowed the students to work together to evaluate a food label and calculate the total calories in the carbohydrate, protein, and fat content.
If my CT plans for a lab, she usually starts the block by either teaching the lecture (subject of the lab) or reviewing the topic of a lab through a handout. The teacher would transition into a lab activity that reinforces the first part of the block. She gives the students a lab handout, which outlines what they are supposed to do. They have to answer questions that reinforce the topics they previously learned. When the students analyzed a food label, the lab handout asked them to calculate the data and incorporate it into a table (something they might have to do on the NECAP). The had to hypothesize of the carbohydrate, fat, or protein, which would produce the most calories per serving they would then have to calculate this information and put their data results into the table. One additional element of this lab that would emphasize would be for the students to apply this information to their own dietary habits. I would have them utilize their knowledge for additional real world applications.
Reflection
I am a champion of the inquiry-based approach of learning. Having the students ask questions and forming hypotheses allows them to understand the information more readily than memorizing notes. I will like to incorporate some inquiry-based component to every lecture. I do not know how realistic that will be. I feel learning needs to have a hands on approachthat allows the students to use trial and error to understand scientific principles. I think there is a sense of mutual respect between my CT and her students. Mutual respect can go a long way when it comes to student comprehension of high concept science.